Childminder in Southampton

Inspection date

Previous inspection date 07/02/2013 09/10/2012

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a caring and nurturing environment for the children, which helps them feel safe and secure. The children are happy and settled, they form good relationships with the childminder and each other.  The childminder supports children's creative development well. Children confidently explore and use a range of art materials and thoroughly enjoy singing and dancing activities.  The children benefit from a range of trips and outings, which promotes their all round development

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It is not yet good because

 The childminder does not always make a record of accidents and first aid administered. This is a breach of requirements.  The childminder does not consistently take into account children's individual needs, interests and stage of development, particularly for the youngest children in her care.  The programmes for personal, social and emotional, communication and language and physical development are not fully developed.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder carrying out a planned activity with the children.

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Inspection activities

 The inspector observed the children engaged in a range of activities carried out in the lounge area.

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Inspection activities

 The inspector looked at documentation including accident and incident records, children's development records, written policies and evidence of the childminder's suitability and qualifications.

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Inspection activities

 The inspector spoke with the childminder at optimum times throughout the inspection, spoke with the children and took account of the views of parents through written documentation.

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Information about the setting

The childminder registered in 2010. She lives with her family including one pre-school aged child. They live in a residential area of Southampton, Hampshire. Children have use of rooms on the ground floor with toilet and rest facilities on the first floor. There is an enclosed garden for outdoor play. The property is within close proximity to schools, shops and parks. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She offers care throughout each weekday and some weekends. There are five children on roll; of these, two are in the early years age range. The family has a dog, two cats and a tortoise.

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must:

 keep a written record of accidents or injuries to children and of first aid treatment administered to them  consider more fully the individual needs, interests, and stage of development of the youngest children and use this information to plan a challenging and enjoyable experience, focussing strongly on children's personal, social and emotional, communication and language and physical development

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To further improve the quality of the early years provision the provider should:

 help children learn about their feelings and those of others by choosing books and stories in which characters help and support each other

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To further improve the quality of the early years provision the provider should:

 allow time to follow young children's lead and have fun together while developing vocabulary and using a lot of statements and fewer questions. When asking questions use an open question with many possible answers

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To further improve the quality of the early years provision the provider should:

 offer more resources for children to gain control in holding and using mark-making tools and using jugs for pouring.

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who attend

The childminder plans suitable activities that the children enjoy. She has a sound knowledge of the seven areas of learning and uses these as a basis when planning for the children. The childminder provides a strong programme for developing children's creative skills. Children confidently make choices from and use a range of art materials and willingly join in singing and dancing activities. Children demonstrate suitable attitudes to learning. For example the children are fully involved as they create individual pictures, actively exploring paint, glitter and collage materials. The childminder uses some appropriate teaching methods. She repeats children's words during activities, suitably helping them to learn correct pronunciation. She encourages and supports the children to count how many crayons they have and sing number rhymes, adequately developing early counting skills. Children use these skills as they count stars on their picture pointing to

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who attend

them and saying "one, two". However, the childminder frequently uses direct questioning rather than following the children's lead during conversations. This is not fully supportive of the children's developing thinking and speaking skills.

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who attend

Children are making adequate progress which helps them to prepare for their next stage in their education. The childminder carries out basic observations of children's progress and plans for their next steps in learning. However, activities are not always appropriate or challenging or based on children's individual needs, interests and stages of development, particularly for younger children. This means they do not make the best possible progress in some areas of learning. For example young children are given pencil crayons which they find difficult to hold and draw with, limiting their developing physical skills. The childminder is beginning to implement the 2-year-old progress check with parents. She has a system in place and has a sound understanding of the purpose of the check.

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who attend

Parents' written comments indicate they are suitably involved in their children's learning. The childminder talks daily to parents and arranges meetings each term to discuss the children's learning and development. This encourages parents to support and share information about their children's learning and development from home.

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The contribution of the early years provision to the well-being of children

The childminder liaises with parents to gather sufficient information about children in her care. As a result she has a sound knowledge of the children's needs, routines and starting points. The childminder provides a caring and nurturing environment for the children, helping them feel safe and secure. For example she notices and responds promptly to the signs that children are hungry or tired. Children are confident to tell the childminder what they want to play with. The children are happy and settled and they have good relationships with the childminder and each other. The childminder sufficiently supervises children and supports them to work and play alongside each other. She has 'house rules' that are based around encouraging positive behaviour, which she shares with parents. The childminder regularly reinforces these rules such as 'being kind to our friends' as the children play alongside each other. She intervenes sensitively as a dispute occurs over a

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The contribution of the early years provision to the well-being of children

train. She finds a similar train for the children and talks to them about sharing toys. As a result children receive consistent messages; this helps children to begin to understand about acceptable behaviour. The childminder overlooks further strategies to support behaviour, particularly those helpful for the youngest children. She does not use books and pictures to encourage children to talk about their feelings and being kind to each other in a visual way that is more appropriate to their stage of development.

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The contribution of the early years provision to the well-being of children

The childminder adequately helps children to be independent. The children make choices of what they would like to play with and eagerly tidy away the toys before getting different ones out. The childminder provides and talks about healthy foods with the children at lunch time. The children are not involved in preparing lunch or pouring their own drinks to further develop independence skills and healthy attitudes towards food. The childminder supports the children to wash their hands before eating and to use a tissue to wipe their nose. This helps children to learn about healthy practices. The children like to help the childminder by going with her upstairs to take children for a sleep. The children walk sensibly up the stairs as the childminder reminds them to 'walk slowly' helping them to learn about keeping themselves safe.

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The contribution of the early years provision to the well-being of children

The children benefit from a range of trips and outings, such as walks to the park and trips to a stay and play session. This helps children have suitable learning experiences within their local community and develop confidence and independence in different situations. This complements the experiences the childminder provides in her home and appropriately promotes children's all round development for future learning.

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provision

The childminder has a sufficient understanding of how to keep children safe. She carries out a suitable risk assessment and regularly checks the environment to make sure it is safe for children to play in. She understands and knows the procedures to follow if she is concerned about any of the children. The inspection was carried out as a result of a concern being raised with Ofsted. The childminder does not always keeps records of accidents and first aid the children receive whilst in her care. This is not impacting negatively on the safety of the children but the childminder is in breach of the requirements of both the Early Years Register and the Childcare Register. Therefore, an action has been set in relation to these.

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provision

The childminder has basic systems in place to oversee and monitor the curriculum she offers. She provides a broad range of experiences, which help children progress towards the early learning goals in most areas. She has a fair knowledge of the progress the children are making, although planning to take into account children's individual needs, interests and stage of development remains an area for further development.

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provision

The childminder attends relevant training courses which help her to improve her knowledge, understanding and practice. She is developing suitable links with other childminders to share and develop good practice. The childminder informally evaluates her practice and the experiences she provides for children. She identifies some appropriate areas for development and takes suitable action, focussed on improving outcomes for children. For example she has improved the learning environment by purchasing a table for everyone to sit together to promote children's social and communication and language skills.

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provision

The childminder has adequate systems in place for parents to share and contribute to the children's learning and development. This helps promote continuity in children's learning. She has a sound understanding of the positive impact of working together with other providers, professionals and parents. This helps to meet the individual needs of the children and promotes a shared approach to children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a record of accidents which involve the children being cared for on the premises where childcare is provided (compulsory part of the Childcare Register)  keep a record of accidents which involve the children being cared for on the premises where childcare is provided (voluntary part of the Childcare Register)

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY414317 Local authority Southampton Inspection number 902099 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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